Enhancing French Learners' Self-Learning Competence: A Case Study at Thang Long University

Developing learners’ self-learning competence has become a critical priority in higher education in Vietnam. While substantial research has investigated learner autonomy in English as a foreign language (EFL) settings, little attention has been paid to students’ development and application of self-learning competence in French as a second foreign language (FSL) within Vietnamese universities. To address this gap, this study explores the perceptions, practices, and challenges of 100 undergraduate students enrolled in French 1 and French 2 courses at Thang Long University during the 2024-2025 academic year. Adopting a qualitative phenomenological approach and employing thematic analysis, the findings reveal a substantial gap between students’ positive attitudes toward self-learning tasks and their limited engagement in autonomous practices. Key barriers include insufficient goal-setting skills, limited exploration of learning resources, and reluctance to seek instructor feedback. Based on these insights, the study proposes a three-pillar model integrating curriculum innovation, structured teacher facilitation, and learner strategy training to enhance students’ self-learning competence. This research contributes to the growing body of literature on learner autonomy while offering practical implications for curriculum design and teaching practices to promote French learners’ sustainable language learning habits.